Abstract
Numerous assessment formats have evolved in higher education in recent years – many inspired by task-related activities in the workplace. Some are not new: at Masters level, the dissertation is long-established, whereas at undergraduate level, the use of projects and portfolios is becoming increasingly fashionable. Implementing these different forms of assessment is not always easy however - even when strict rubrics are enforced. As a consequence, double-marking is frequently used to offset the subjectivity of marks awarded. Unfortunately, this strategy too is not without its difficulties – as recent studies have shown – especially when there is fundamental disagreement between first and second examiners. Focussing on this issue of inter-marker conflict, a series of simple statistical models are developed to help assess how final marks might be more objectively determined.
Original language | English |
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Title of host publication | New Technologies and Inniovation in Education for Global Business |
Place of Publication | Zagreb |
Publisher | MATE Ltd |
Pages | 52-59 |
Number of pages | 8 |
Publication status | Published - 2015 |
Event | 19th International Conference on Engineering Education - Zagreb, Zadar, Croatia Duration: 20 Jul 2015 → 24 Jul 2015 |
Conference
Conference | 19th International Conference on Engineering Education |
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City | Zagreb, Zadar, Croatia |
Period | 20/07/15 → 24/07/15 |